Relevant bibliographies by topics / Classroom Experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom Experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Classroom Experiences"

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RAJARATNAM, MONO. "Primary classroom experiences." Journal of Computer Assisted Learning 4, no. 1 (1988): 44–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00092.x.

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Marsden, J. "Some Classroom Experiences." Aboriginal Child at School 15, no. 1 (1987): 22–23. http://dx.doi.org/10.1017/s0310582200014735.

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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology." Journal of Teaching and Learning with Technology 7, no. 1 (2018): 59–69. http://dx.doi.org/10.14434//jotlt.v7n1.23368.

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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom t
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McSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology." Journal of Teaching and Learning with Technology 7, no. 1 (2018): 59–69. http://dx.doi.org/10.14434/jotlt.v7i1.23368.

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Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom t
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Schoonmaker, Frances. "Only those who See Take off Their Shoes: Seeing the Classroom as a Spiritual Space." Teachers College Record: The Voice of Scholarship in Education 111, no. 12 (2009): 2713–31. http://dx.doi.org/10.1177/016146810911101203.

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Background/Context Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms. Purpose and Focus The author's personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children's responses to li
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Ye, Jian-Hong. "Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model." International Journal of Information and Education Technology 15, no. 4 (2025): 662–71. https://doi.org/10.18178/ijiet.2025.15.4.2274.

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Currently, the blended learning and flipped classroom teaching method is gaining increasing popularity in higher education worldwide. Higher education institutions are adopting blended-flipped classroom teaching to enhance students’ learning experiences and address the shortcomings of traditional teaching methods. This study aimed to examine the various factors influencing students’ learning experiences in a research methods course. The study involved 18 third-year preschool education majors at a private undergraduate college in Guangxi, China, who had experienced blended-flipped classroom tea
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HARK SÖYLEMEZ, Nesrin. "Virtual classrooms in distance education: an examination of virtual classroom experiences." Acta Didactica Napocensia 16, no. 1 (2023): 123–39. http://dx.doi.org/10.24193/adn.16.1.9.

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"This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course “applications of scientific research” taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university’s learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students’ synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, pr
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Culha, Ali, and Salih Yılmaz. "Classroom Management Experiences of Preschool Teachers with Refugee Students." International Journal of Psychology and Educational Studies 10, no. 2 (2023): 393–405. http://dx.doi.org/10.52380/ijpes.2023.10.2.1028.

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Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee stud
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La Torre Castillo, Carlos Celso. "Virtual Classroom Usage and User Perception for English Learning as a Second Language at Universities in Lima, Peru." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (2021): 261. http://dx.doi.org/10.3991/ijet.v16i08.19221.

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A more extensive use of virtual tools in teaching-learning processes needs a professors’ and students’ proactive attitude, positive experiences, and improvement in their implementation. A cross-sectional study was carried out to know the perceptions of private university students from Lima on the use of the necessary elements for an English language virtual classroom. The sample was composed of 150 accounting students from five universities, whose perceptions on virtual classroom elements were assessed and compared to their previous experiences. Most students were in favor of using the virtual
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Purtell, Kelly M., and Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications." AERA Open 4, no. 1 (2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.

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Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on class
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Dissertations / Theses on the topic "Classroom Experiences"

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Brown, Glenda Maria. "College Instructors' Experiences Transitioning to Inverted Classroom Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3433.

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Lecture methods in higher education continue to be the most often used form of lesson delivery, although they seem to be less effective in promoting adult students' learning and engagement. Many higher education instructors have incorporated inverted classroom (IC) methods to increase student engagement and learning. The purpose of this qualitative interview study was to gain an understanding of college instructors' decision-making processes and experiences transitioning from lecture-based instruction to IC and the factors attributed to that transition. Knowles's andragogy theory, Kolb's exper
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Peddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

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Robinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.

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The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development.
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Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.

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Biscotte, Stephen Michael. "Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73413.

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Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the one piece of the undergraduate experience every student completes, contribute to this development? And science learning is dependent on having transformative aesthetic experiences in the science classroom. These memorable experiences involve powerful connection between students and the world around them. If these types of experiences are necessary for science learning and growth, are students in introductory science courses having
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Tawakoul, Alaa Jamal. "Saudi Students’ Communication Experiences in the American College Classroom Context." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1545389393941488.

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Desoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.

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<p> This qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study. </p><p> &bull; Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a
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Malz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.

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The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobi
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Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.

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Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented
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Sanusi, Jumoke O. "An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.
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Books on the topic "Classroom Experiences"

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Anderson, Beverly. Learning with Logo: Some classroom experiences. Tecmedia Limited forthe Microelectronics education programme, 1986.

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Flanagan, Kristin Denton. Reading: Young children's achievement and classroom experiences. U.S. Dept. of Education, Institute of Education Sciences, 2003.

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Wim, Veen, and Vogelzang Fred, eds. Telematics in Dutch education: Experiences from the classroom. Academisch Boeken Centrum, 1992.

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Halverson, Delia Touchton. Teaching prayer in the classroom: Experiences for children and youth. Abingdon Press, 1989.

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Larrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Allyn and Bacon, 1992.

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Mangione, Lauren. Experiences of Science Education Graduate Students in the Critical Voices Classroom. [publisher not identified], 2019.

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Roberts-Kirchhoff, Elizabeth S., and Mark A. Benvenuto, eds. Environmental Chemistry: Undergraduate and Graduate Classroom, Laboratory, and Local Community Learning Experiences. American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1276.

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Rowsell, Jennifer. Family literacy experiences: Creating reading and writing opportunities that support classroom learning. Stenhouse Publishers, 2006.

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Dell, Amy G. Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson, 2017.

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A, Newton Deborah, and Petroff Jerry G, eds. Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. 2nd ed. Pearson, 2012.

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Book chapters on the topic "Classroom Experiences"

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Kremling, Janine, Colt Rothlisberger, and Shea Smart. "Negative Classroom Experiences." In Why Students Resist Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003448747-7.

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Lindeman, Carolynn A., Patricia Hackett, and James M. Harris. "Music-Making Experiences." In The Musical Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-4.

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Waters, Johanna, and Rachel Brooks. "Learning and Classroom Experiences." In Student Migrants and Contemporary Educational Mobilities. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78295-5_6.

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Lindeman, Carolynn A., Patricia Hackett, and James M. Harris. "Introduction to Model Experiences for Teaching Music." In The Musical Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-10.

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Clark, Renee M., William W. Clark, and Mary Besterfield-Sacre. "Experiences with “Flipping” an Introductory Mechanical Design Course." In The Flipped Classroom. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_8.

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Lierman, Ash. "4. Curriculum and Classroom." In The Struggle You Can’t See. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0420.04.

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This chapter focuses on students’ experiences with various aspects of teaching and learning. Particular attention is paid to the attitudes and behavior of faculty, the academic strengths and weaknesses that invisibly disabled and neurodivergent students most commonly report, and elements of course design that students experience as supports or barriers.
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Roehling, Patricia V. "Creating and Implementing Effective Active Learning Experiences." In Flipping the College Classroom. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69392-7_3.

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Lim, Jia Wei. "Glimpses of HSC English classroom experiences." In Reforming Literature Education in Malaysia 1957 – 2020. Routledge, 2024. http://dx.doi.org/10.4324/9781003205937-5.

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Roldán-Álvarez, David, Javier Gomez, Ana Márquez-Fernández, Estefanía Martín, and Germán Montoro. "Mobile Devices as Assistive Technologies for ASD: Experiences in the Classroom." In Design, User Experience, and Usability: Novel User Experiences. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_18.

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Almarode, John T., Katy Campbell, and Cheryl Lamb. "Implementing Daily Learning Experiences." In Inclusive Teaching in the Early Childhood Science Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-7.

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Conference papers on the topic "Classroom Experiences"

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Kulkarni, Abhishek, Shaina Murphy, Cecelia Albright, and Sharon Lynn Chu. "Towards Lesson Planning Interfaces for Integration of Students’ Out-of-Classroom Experiences." In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2024. http://dx.doi.org/10.1109/icalt61570.2024.00012.

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Heikkilä, Jutta, Taija Ihamäki, and Timi Kohonen. "STUDENTS’ EXPERIENCES OF A FLIPPED CLASSROOM IN BUSINESS MATHEMATICS IN AN INTERNATIONAL ENVIRONMENT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0812.

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Velasquez Perez, Torcoroma, Hugo Castro, and Yurbany Mendoza. "EXPERIENCES IN THE CLASSROOM." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2075.

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Georgiev, Mihail, and Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need ac
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Bordelon, Bridget M. "Applying Experiential Learning to the College Classroom Study of Wine Education." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.25.

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The global wine market was valued at approximately USD 302.02 billion in 2017 and is expected to generate revenue of USD, 423.59 billion by the end of 2023 (International Organization of Vine and Wine, 2018). With increases in consumption, distribution, and awareness, the need for wine education and training in hospitality programs is more important than ever. The purpose of this qualitative research project is centered on student based learning and applying experiential learning theory to determine how students develop knowledge of wine in the classroom. The implication is for educators to pr
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León, Raúl, Raúl Igual Catalán, Jorge I. Laguna Andrés, César L. Guerrero Luchtenberg, Iván García-Magariño García, and Rafael González Val. "USING SMARTPHONES IN CLASSROOM LEARNING EXPERIENCES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1302.

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Carda-Broch, Samuel, Maria Jose Ruiz-Angel, Juan Peris-Vicente, Jaume Albiol-Chiva, Mar Esteve-Amorós, and Josep Esteve-Romero. "EXPERIENCES FROM THE VIRTUAL CLASSROOM APPLICATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0295.

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Lu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889538.

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Lu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1889538.

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Dickson, Paul E., W. Richards Adrion, Allen R. Hanson, and David T. Arbour. "First experiences with a classroom recording system." In the 14th annual ACM SIGCSE conference. ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562968.

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Reports on the topic "Classroom Experiences"

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Diddi, Sonali, Hui-Siang Tan, and Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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Nyman, Jonas. Bridging the gap between classroom and newsroom: Experiences from collaboration of capacity buildinging media and academia. FOJO media institute, 2023. http://dx.doi.org/10.15626/fojo.i.202301.

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Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, 2025. https://doi.org/10.54300/967.472.

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This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging
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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The acti
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Hampton, Sarah, Kip Glazer, Dalila Dragnić-Cindrić, and Judi Fusco. Social Regulation of Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/249.

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Social regulation of learning is a critical component of successful collaborative learning, encompassing self-regulation, co-regulation, and socially shared regulation of learning. This primer explores these components and discusses how they help students navigate social, cognitive, and emotional challenges within collaborative settings. The primer also highlights the teacher's role in fostering regulation skills, the importance of a positive classroom climate, and the need for students to be given time in groups without their teacher to develop their shared regulation skills. Further, it addr
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Thevenard, Parjest, Alison Shell, Linette Victor, et al. Foundations of Collaboration. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/253.

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This primer explores the essential role of belonging in fostering effective collaborative learning environments. It examines how belonging and related principles serve as a foundation for creating supportive and inclusive classroom cultures where all students feel valued and engaged. The document delves into research-based strategies and practitioner perspectives, highlighting the critical link between belonging and positive learning outcomes. It discusses challenges educators face in creating classroom learning environments where all students feel they belong. The primer discusses that teache
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Pautz Stephenson, Stefani, and Deblina Pakhira. Practitioners at the Center, Part II: Reflections on Practitioners’ Engagement with the SEERNet Hub. SEERNet, Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/196.

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SEERNet, a network of Digital Learning Platforms, researchers, and practitioners with the vision to leverage DLPs as research infrastructure, is committed to valuing practitioners' insights and fostering a culture of collaboration among all three parties. Towards this end, SEERNet has implemented two strategies: Office Hours and a practitioner advisory board. Through these strategies, valuable lessons have emerged about recruitment strategies, challenges and complexities of the classroom, educators as content and context experts, the difference between buy-in and ownership, considerations for
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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Abstract:
This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th
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